GT Differentiated Exemplar Lesson
Grade Level: 1
Subject Area(s):
Mathematics TEKS/Student Expectations:
__ Reading, Writing,
__ Science
1.5. Algebraic reasoning. The student applies mathematical process
Title: Skip Counting
X Mathematics
__ Social Studies
standards to identify and apply number patterns within properties of
numbers and operations in order to describe relationships. The student is
Essential Question(s):
expected to:
 How can skip counting by twos help to count objects in a set?
B. skip count by twos, fives, and tens to determine the total number of objects
 How can skip counting by fives help to count objects in a set?
up to 120 in a set
 How can skip counting by tens help to count objects in a set?
C. use relationships to determine the number that is 10 more and 10 less than
Assessment(s):
a given number up to 120
__ Pre-Assessment
X Formative
__ Summative
GT Scope and Sequence Skills:
st
(Aligned with 21 Century Skills Framework &
College and Career Readiness Standards)
__ Creative Thinking
X Critical Thinking
X Communication
__ Research
Student Learning Styles:
X Auditory
X Visual/Spatial
X Kinesthetic
__ Other
Elements of Depth and Complexity:
X Language of the Discipline
X Details
X Patterns
__ Trends
__ Rules
__Ethical Considerations
__Unanswered Questions
__Over Time
__ Different Perspectives
__ Big Ideas
Lessons and Activities
X Whole Class
X Small Group
X Independent Activity
Resources:
PART ONE:
Whole Class: Introduce the concept of skip counting by reading Leaping Lizards (counting by 5’s and 10’s), Spunky
Monkeys on Parade (counting by 2’s, 3’s, and 4’s), and/or another book on skip counting (see resources).
Next, teach one of the Have Fun Teaching songs or view the “Skip Counting Song” on Discovery Education (see
Resources). Teach one new song each day or every other day and review the ones previously learned.
If students are struggling with this concept, provide them with a visual (see counting mats below or the link: Free
Download from Teachers Pay Teachers).
Have Fun Teaching
Counting by 5’s (3:03)
Counting by 10’s (2:41)
Counting by 2’s (2:52)
Additional Skip Counting Songs up to
12
*Each song has a beginner song and a
more advance one.
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On the recording sheet, start by drawing a snowman family with at least 4 family members. Each snowman will have to
have the same amount of each item. For example, they will each have two eyes, one carrot nose, five buttons, etc..
Encourage students to draw items that are in sets of one, two, and five. Then, the students will skip count to fill in the
chart at the bottom. For example, if there are four members in the family, there will be 4 carrot noses, 8 eyes, and 20
buttons. They will also choose their own item and fill it in on the bottom (see recording sheet below, adapted from Free
Download from Teachers Pay Teachers). You could also change this format to correlate with other units you are
teaching (for example, draw flowers in the garden with 5 petals, 2 leaves, 10 roots, etc.. or organisms such as fish, dogs,
etc..).
PART TWO:
Whole Class: To review counting by 5’s, play “I Have, Who Has?” Print and cut out the game cards (see below or the
link: Free Download from Teachers Pay Teachers). Give each student a card (if there are additional cards give students
who have grasped the concept more than one card or pass out the cards consecutively and don’t pass out the
remaining cards. The student who has “I have 5, who has 5 more?” will start by reading his or her card. The person who
has the answer will read their card “I have 10, who has 5 more?” and so on until everyone reads their card. It works best
the first time sitting in a circle with everyone placing their cards face up. This way the teacher can see who is struggling
and students can help each other.
“Jump Around: Moving with Math” Create a large number line with the numbers 1-20 (or more) with butcher paper or
draw a number line with chalk outside. Create skip counting task cards (or download a copy from the link: Free
Download from Teacher Pay Teachers see below for sample). Students will take turns selecting a card and then hop on
the indicated numbers while skip counting. For example. “Start on 6 and jump on numbers counting by 2.” After
modeling with the entire class, students can work together and take turns, select cards, and hop the numbers.
Skip Counting K-2 Search Results
“The Skip Counting Song"
Practice counting by 10s, 5s, and 2s.
(3:30)
Leaping Lizards
Murphy, Stuart J
(Note: 35 copies available in AISD
libraries. Your librarian can help you
get a copy if it is not in your school
library.)
On Grade Level: Students should practice the concept of skip counting by coloring in patterns on hundreds charts. In
small groups or individually they can also can put numbers in order while skip counting. You can also hand out numbers
(such as 20, 30, 40, 50) one per student and they can put themselves in order and then count together (see link for
number/activity cards: Free Download from Teachers Pay Teachers).
Then, students will create a poster with items from around the room or brought in from home (ex. bottle caps, paper
clips, cotton balls, crayons, etc..) or by drawing pictures and then counting and labeling the sets of items by skip
counting. They will choose either sets of 2s, 5s, or 10s. For example (Photo found on Pinterest):
Then, they will label each set of items while skip counting (2, 4, 6, 8, etc…) to find out how many items in all.
Two Ways to Count to Ten: a Liberian
Folktale
Dee, Ruby
(Note: 125 copies in AISD libraries.
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GT Level Group:
Skip Counting Menu- Students will chose from various activities (each ranging from
2-5 points) to complete in order to earn 5 points (see recording sheet attached
below). Then, they will share their results with the other students who are also
completing the Skip Counting menus.
Your librarian can help you get a copy
if it is not in your school library.)
Whole Class: Students will display their posters and their menu item products to
create a “Skip Counting Gallery.” Then, students will go on a gallery walk to view
their classmates products.
Extension: Students can view the lesson on “Repeated Addition” on BrainPOP Jr (see Resources column). Then, after
viewing the lesson, they can play the “Moby’s Matching” game and print out and complete the frog skip counting
activity under “learn more.”
Arctic Fives Arrive
Pinczes, Elinor J.
(Note: 24 copies available in AISD
libraries. Your librarian can help you
get a copy if it is not in your school
library.)
.
Spunky Monkeys on Parade
Murphy, Stuart J.
(Note: 49 copies available in AISD
libraries. Your librarian can help you
get a copy if it is not in your school
library.)
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Skip Counting Menu
Westphal, L. E. (2011). Differentiating
Instruction with Menus Math Grades
K-2. Waco, Tex.: Prufrock Press.
BrainPOP Jr.-Repeated Addition
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I h a ve
I h a ve
W ho ha s 5 m or e?
W ho ha s 5 m or e?
I h a ve
I h a ve
W ho ha s 5 m or e?
W ho ha s 5 m or e?
I h a ve
I h a ve
W ho ha s 5 m or e?
W ho ha s 5 m or e?
I h a ve
I h a ve
W ho ha s 5 m or e?
W ho ha s 5 m or e?
I h a ve
I h a ve
W ho ha s 5 m or e?
W ho ha s 5 m or e?
Advanced Academic Services
Austin Independent School District
I h a ve
I h a ve
W ho ha s 5 m or e?
W ho ha s 5 m or e?
I h a ve
I h a ve
W ho ha s 5 m or e?
W ho ha s 5 m or e?
I h a ve
I h a ve
W ho ha s 5 m or e?
W ho ha s 5 m or e?
I h a ve
I h a ve
W ho ha s 5 m or e?
W ho ha s 5 m or e?
I h a ve
I h a ve
W ho ha s 5 m or e?
W ho ha s 5 m or e?
Advanced Academic Services
Austin Independent School District
I h a ve
I h a ve
W ho ha s 5 m or e?
W ho ha s 5 m or e?
I h a ve
I h a ve
W ho ha s 5 m or e?
W ho ha s 5 m or e?
I h a ve
I h a ve
W ho ha s 5 m or e?
W ho ha s 5 m or e?
I h a ve
I h a ve
W ho ha s 5 m or e?
W ho ha s 5 m or e?
I h a ve
I h a ve
W ho ha s 5 m or e?
W ho ha s 5 m or e?
Advanced Academic Services
Austin Independent School District
Advanced Academic Services
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Advanced Academic Services
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Process Assessment
Teacher observes the following:
Process Observation - Frequency
Student uses correct terminology during interactions with peers and teacher.
Seldom/Never
Occasionally
Often
Consistently
Process Observation – Frequency
The student is able to guess the genre of a book by its criteria.
Seldom/Never
Occasionally
Often
Consistently
Process Observation – Quality of Creative Thinking
Typical of Peers
Student uses creativity throughout the stages of the task.
Fluent Thinker
Flexible Thinker
Unique and Original
Process Observation – Quality of Analytical Thinking
Typical of Peers
Student analyzes information during the task.
Fluent Thinker
Flexible Thinker
Unique and Original
Product Assessment
Score
Genres
Booklet
Critical Thinking
3
Student compares and contrasts
fiction and non-fiction books.
The content highlights unique information
for the two genres and shows connections
to books not previously read aloud in class.
Student applies knowledge of the
distinguishing characteristics of genres to make
predictions and verify the predictions.
2
Student compares fiction and nonfiction books.
Includes distinctive information for each
genre in the booklet. The content easily
connects to the books read aloud in class.
Student applies knowledge of the
distinguishing characteristics of genres to make
predictions.
Includes distinguishing information for each
genre in the booklet.
Student predicts the contents of a book.
1
Student distinguishes between fiction
and non-fiction books.
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